Degree

Doctor of Education (EdD)

Department

Educational Foundations and Leadership

Document Type

Dissertation

Abstract

First-generation college students comprise a significant growth demographic in U.S. higher education. Even with lower enrollment rates, more than one-third of U.S. postsecondary school students are first-generation students (Cataldi et al., 2018; Redford & Mulvaney Hoyer, 2017; Ward et al., 2012; Whitley et al., 2018). However, their retention and graduation rates are significantly lower than those of their continuing peers (Choy, 2001; Engle, 2007, 2008; Ishitani, 2006; Longwell-Grice & Longwell-Grice, 2021). Various factors play a significant role in creating this disparity (Longwell-Grice & Longwell-Grice, 2021; Tinto, 1993). Research identifies belonging as a crucial factor influencing student persistence, academic achievement, mental health, and overall well-being (Nunn, 2021; Strayhorn, 2019). However, previous studies frequently depend on small sample sizes and limited institutional representation, which restricts the generalizability of their findings. Additionally, there is a pressing need for research to explore how institutional characteristics, such as size and sector, influence FGCS' belonging. This study addressed these gaps by employing a quantitative, non-experimental, cross-sectional design using secondary data from the Healthy Minds Study (HMS) 2024-2025. The purpose of this research was to examine first-generation students’ belonging across diverse institutional contexts and student characteristics. Guided by Strayhorn’s (2012, 2019) sense of belonging framework, intersectionality theory (Crenshaw, 1989), and Astin’s (1984) student involvement theory, the study investigated whether FGCS’ belonging differed based on student characteristics, institutional contexts, and student–faculty and student–staff interactions. The findings indicate that FGCS’ belonging differed significantly based on enrollment status and instructional modality, with full-time students and those enrolled in in-person or hybrid courses reporting higher levels of belonging than part-time and fully online students. In contrast, no meaningful differences in belonging were found based on Pell Grant eligibility or the frequency of interaction with faculty and academic advisors. Analyses of institutional characteristics revealed that although statistically significant differences emerged across institutional size categories, the practical significance of these differences was negligible. Additionally, no significant differences in belonging were observed between FGCS attending public and private institutions. Overall, FGCS' belonging is shaped by the intersection of students' experiences, enrollment patterns, and learning environments rather than singular demographic or institutional factors.

Date

2-6-2026

DOI

https://proquest.com/docview/3347898782

First Committee Chair

Dianne Olivier

First Committee Member

Ismatara Reena

Second Committee Member

Kumer Das

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